What do you think?
Click on the link below to answer questions. Please return to this page when you finish.
Answer Questions
Click on the link below to answer questions. Please return to this page when you finish.
Answer Questions
Technology
- QR Code Generator
- QR Reader (Free App available)
- iPad / Cell Phones
- Google Site
- Video Recorder
Other Required Resources:
- Printed QR codes (DNA sequence, DNA fingerprints)
- Bags with collected items found at crime scene: chewed gum, hair, licked lollipop, blood stain, coke can, glove, licked envelope
- Microscopes
- Microscope samples: different types of hair (human, dog, cat) and different fibers (cotton, nylon)
- Fake Blood (create using water, milk, food coloring) / Anti-serum (vinegar/water)
- Fingerprints to place around the crime scene: Used Pocket Prints from school resource officer to collect real fingerprints
Technology Reflection
Mrs. Suttle believes in the mission of Henrico County to provide opportunities to successfully use technology in the classroom. Henrico created its own reflection tool called the TIPC Chart that pulls ideas from Partnership for 21st Century Skills, the Nets*T, the Nets*S, and TPACK (see below).
Mrs. Suttle's reasoning for using the selected technology was to bring the world of Forensic Science to her students. Using the technology, she was able to produce crime scene evidence for student use. Also her students were required to use resources to engage in an authentic research task, engage in meaningful and purposeful communication with their team as they figured out who committed a crime, select appropriate digital tools to communicate their findings and recommendation for arrest, and reflect on their role as a Forensic scientist.
Mrs. Suttle has strong content knowledge and makes successful pedagogical choices, but she needed to engage in a collaborative relationship with her ITRT and other educators to make similarly successful technological choices. She recruited the help of others and used the TPACK-inspired TIPC Chart to make sure she was not only giving her students the best technology tools to use, but also giving her students choices in what they could use as they explored forensic science.
Mrs. Suttle's reasoning for using the selected technology was to bring the world of Forensic Science to her students. Using the technology, she was able to produce crime scene evidence for student use. Also her students were required to use resources to engage in an authentic research task, engage in meaningful and purposeful communication with their team as they figured out who committed a crime, select appropriate digital tools to communicate their findings and recommendation for arrest, and reflect on their role as a Forensic scientist.
Mrs. Suttle has strong content knowledge and makes successful pedagogical choices, but she needed to engage in a collaborative relationship with her ITRT and other educators to make similarly successful technological choices. She recruited the help of others and used the TPACK-inspired TIPC Chart to make sure she was not only giving her students the best technology tools to use, but also giving her students choices in what they could use as they explored forensic science.
Please click on the image to see the entire TIPC Chart
Mrs. Suttle's lesson demonstrates two of the ISTE Technology Standards for Teachers quite well: Learning and Creativity and Learning Experiences and Assessments.
ISTE TEchnology standards for teachers
Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching